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plex thinking deemed essential for future As the process of curriculum writing at learning and its potential for motivating
economic success in the mainstream the local school level generally involves students (Hmelo-Silver, 2004, p. 236).
education and business literature. both school administrators and teach- Results from several studies (Gallagh-
With so much emphasis on developing ers, professional development should be er Stepien, 1996; Schwartz & Brans-
complex thinking skills in students, it is provided to train curriculum writers on ford, 1998; Wirkala & Kuhn, 2011) sug-
essential that educators, administrators, utilizing Webb, Alt, Ely, & Verperman’s gest that students instructed utilizing
and policymakers evaluate current (2005) depth of knowledge to describe problem-based methodologies have
curricula to ensure that they are truly the complex thinking represented across demonstrated stronger performances
designed to cultivate those types of all curricula and lesson objectives. than comparative groups instructed in
skills and dispositions. Zhao (2012) Webb’s DOK should also be utilized by more traditional teaching methodolo-
stated that the most desirable education teachers and administrators to evalu- gies. The problem-based curriculum
is one that enhances human curiosity ate the enacted curricula, daily lessons, has been demonstrated to be superior
and creativity, encourages risk taking, questioning strategies, and other forms to traditional forms and needs to be
and cultivates the entrepreneurial spirit of assessment. Principals are especially returned to the classroom, through
in the context of globalization. Zhao’s important to this process as they are local development (Tienken & Orlich,
conception of creativity not only serves being given increased authority for the 2013, p. 156).
the individual interests of the student allocation of resources in many schools, School districts in the early stages of
but is a necessary task for equipping a including increased control of the cur- adopting problem-based learning
skilled, competitive work force. riculum (Lehman, 1995). Regarding the strategies should consider exploring
enacted curriculum, principals also set
To provide such a necessary educa- the level of expectations for teaching two current educational trends that fur-
tion, all community stakeholders must performance as they provide feedback ther equip students to pursue passions,
commit to this essential cause. Local during formal and informal observations, think creatively, and problem solve.
school board members must empower discuss content and resources at team The first trend that grew from Google is
the educators committed to the school meetings, and communicate both in per- genius hour. Google employees are
district in designing and implementing son and electronically. A principal with able to spend up to 20% of their time
relevant curricula that provides op- the goal of increasing opportunities for working on projects in which the em-
portunities for developing students as complex thinking in students must take ployees are interested (Heick, 2014).
complex thinkers and problem solvers. the time and effort to enlighten staff to Several notable Google products were
Teachers, along with their administra- the needs and benefits of these skills. created during such exploratory time.
tors, are the best informed group of This corporate trend has made its way
educators in our nation’s history and In order to provide students with op- into schools in the form of genius hour.
deserve to be entrusted to carry out portunities to develop complex thinking Genius hour is an approach to learning
such a vital task (Elwell, 1994). Local skills within authentic learning situa- built around student curiosity, self-
school board members can also be tions, curricular teams should consider directed learning, and passion-based
influential in connecting their schools to the incorporation of problem-based work. Genius hour is a movement that
beneficial business partnerships with learning methodologies into curricula allows students to explore their own
a vested interest in adequately training planning and execution. Brown and Ku- passions and encourages creativity in
the next generation of employees and ratko (2015) state that to teach innova- the classroom. This approach gives
entrepreneurs. The overarching idea tively, one must abstain from teaching students control of what they study, how
is that partnerships serve a full range abstract concepts detached from con- they study it, and what they do within a
of functions and should not be limited crete problems and focus on applying defined time period of the school week
to just educational institutions. In some instruction to real-world situations (p. (Heick, 2014). During a typical genius
sense, partners can be considered an 148). This focus captures the purpose hour project, students are challenged
extended campus (Zhao, 2012). Finally, and definition of project-based learn- to explore something they are curious
local school boards must financially sup- ing (PBL). Project-based learning is a about and spend several weeks explor-
port established curricula, supplemental teaching and learning method in which ing the topic. The culminating event after
programs, and related teacher train- students engage a problem without this exploration is usually in the form of
ings required for developing students preparatory study and with knowledge a presentation/project that is shared with
as complex thinkers as the school insufficient to solve the problem, requir- others. The teacher acts as a facilitator
board works to construct annual school ing these students to extend and apply to learning in this process, guiding and
budgets that support the various needs existing knowledge and understanding assisting students during this self-direct-
throughout the school district. to generate a solution (Wirkala & Kuhn, ed learning approach.
2011, p. 1157). Problem-based learn-
In order to provide effective educational ing is well suited to assist students in Another trend is the makerspace move-
preparation for students built upon ex- becoming active learners because it ment that involves the dedication of a
periential learning, school administrators situates learning in real-world problems specific space to “tinker” and “make”
need to begin with the review and revi- and makes students responsible for within a school building. Makerspaces
sion of current curricula to ensure the their learning. Educators are interested provide hands-on, creative ways to
inclusion of vital complex thinking skills in problem-based learning because of encourage students to design, experi-
that are aligned to learning standards. its emphasis on active, transferable ment, build, and invent as they engage

Educational Viewpoints -24- Spring 2018